Course Mechanics A pilot course in the department, History 220 will involve a mix of lectures, seminars, and tutorials focusing on important cultural and social issues in twentieth-century America. The instructor will emphasize student involvement and participation throughout the year, seeking to help students develop critical intellectual skills -- reading for content, and argument, rehypothesizing arguments, making important connections across time and space (what the professor terms "vertical" and "horizontal" integration, respectively), and synthesis. Of all skills, writing cogent, sinewy prose will provide students an invaluable resource for the future. No less important, the instructor seeks to instill a habit of curiosity about history that will stay with students throughout their lives. Beginning with the fourth week of classes, selected members of the seminar will provide written reports, which will provide the basis of our discussions. The first two of these papers -- written during the autumn term -- should be typed, from five-to-seven pages in length, and concise examples of good prose style. These papers will be derived from the assignments listed below, which provide the core readings for the course. These books are generally available at the Campus Bookstore, and copies of each -- along with required reprints and selections from other books -- have been placed on 3-hour reserve in Stauffer Library. Specific paper topics will be negotiable, within the context of the weekly subject areas assigned and the core readings involved. Outside reading, either to supplant or to supplement assigned readings, is encouraged -- as is consultation with the professor. Please note that Stauffer Library will become your "laboratory" for this course and that there is no reason to purchase all the books for the course. Again, some of these readings will prove central to your work; other readings will become "springboards" to related readings. Choices for seminars during the first term will be assigned during the first three weeks of class. Concurrent with a student's preparation of a paper, that student (or those students) will have the responsibility of leading the seminar, by presenting short, oral reports (ten to fifteen minutes) on his/her work for the week. Other designated students will follow these "keynoters," in the capacity of commentator-critics. The latter will briefly (five minutes) reflect upon their understanding of, and conclusions drawn from, the readings, as well as presenting observations about the strengths and weaknesses of the presentations of the keynoters. Rebuttals and general discussions will follow. We want these sessions to be lively, insightful, and constructive. Most of all, we seek to build an argument, or series of arguments, that is continuous and flowing, conducted by interested and informed people about important topics and ideas. An important word about argument: unfortunately, there is a widespread bias against it. Argument is identified with conflict, which undesirable or evil. We must get over this feeling. Argument is, in fact, the basic intellectual tool. One problem, especially for the retiring and shy individual, is personal, ego identification with an argument s/he presents. We must get over this feeling. The point should be underlined that an argument is not possessed; it is public property. And an attack upon an argument is not an attack upon the person who presents or defends it. Completed papers will fall due on the Friday following the Wednesday seminar in which the keynoter made her/his presentation. Each student will write one paper with revisions, during the autumn term, roughly ten pp. in length, as well as serving as keynoter once and commentator twice during that period. Commentators will write 4-5 pp. essays focused on specific seminars and readings. Each student will write one longer paper during the winter term, 20-25 pp. in length, and also make one keynote oral presentation and one oral and written critique. Completed essays are due on April 4. The research essay (winter term) will be submitted in duplicate. Marks: Students will be evaluated on the basis of their first-term paper, and written commentaries; their winter-term paper and commentary; and their general participation and attendance throughout the year. There will be no midterm exam in History 220, but there will be a final exam in which students will be asked to address significant issues raised in the course. Tentative mark schedule: First term: one essay (20%) and two commentaries (10% each) = 40% Second term: research essay (30%); one major commentary (10%); final exam (10%) = 50% Participation mark: tentative, to be arrived at both by student and professor = 10% Office Hours: I will meet with students on Friday afternoons from 1:30 to 3:30 in 226 Watson Hall. Home phone (for problems) is 544-5550. E-mail: smithgs@post.queensu.ca. I also call attention to my home page (http://www.geoffsmith.org) under construction, which will contain interesting course information, course chat rooms, sites for suggestions, and links. I am open to suggestion and, of course, a champion of free speech, dissent, and (although recognizing that there is much garbage out there) internet resources.

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